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Acknowledgments Text acknowledgments and copyrights appear at the back of the book on pages 483–484, which constitute an extension of the copyright page. Art acknowledgments and copyrights appear on the same page as the art selections they cover.

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PREFACE FOR INSTRUCTORS Emerging/Thinking One of the fundamental facts of teaching writing is that when students leave our classrooms, they go: They go to other classes, go to their jobs after school, go hang out with friends, go into their disciplines, go into their careers, go into the world, in so many ways go back to their increasingly busy lives. The challenge for us as instructors is to help students acquire the skills of critical reading, thinking, and writing that will allow them to succeed in these diverse contexts.

Emerging seeks to address this challenge. It offers sustained readings that present complex ideas in approachable language; it encourages critical thinking and writing skills by prompting students to make connections among readings; it draws from a broad cross section of themes and disciplines in order to present students with numerous points of entry and identification; and it introduces emerging problems — such as cultural polarization (in social, educational, and political dimensions), the impact of technology (from Twitter to brain science), race and social issues (such as privilege, microaggressions, and gender roles), and the dilemmas of ethics (ways to advocate change, for instance, and the relations between art and philanthropy) — that have not yet been solved and settled.

The readings are organized alphabetically to open up possibilities for connections. (Alternative tables of contents highlight disciplinary concerns and thematic clusters.) Because they consist of entire book chapters or complete articles, readings can stand on their own as

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originally intended. However, the readings in Emerging were chosen because they connect to each other in interesting and illuminating ways. The issues under discussion resonate across readings, genres, and disciplines, prompting students to think about each selection in multiple dimensions. These resonant connections are shown through “tags” indicating central concepts treated in the selections. Several tags for each piece are listed in the table of contents, in each headnote, and for each assignment sequence — highlighting concepts such as “community,” “globalism,” “identity,” “culture,” “social change” and “adolescence and adulthood.” Thus one can see at a glance the possibilities for thematic connections among the readings. Connections with other authors are also highlighted in the table of contents, in each headnote, and through the assignment sequences (included at the back of the book; see p. 463). The assignment sequences suggest a succession of readings that are linked conceptually so that one assignment sequence provides the structure for an entire semester. (Sequences are further explained on the next page.)

Emerging/Reading Because students ultimately enter diverse disciplines, the readings are drawn from across fields of knowledge located both inside and outside the academy. Political science, sociology, journalism, anthropology, economics, and art are some of the disciplines one might expect to find in such a collection, but Emerging also includes readings from photography, public health, psychology, philosophy, epigenetics, technology, and law. The author of each selection addresses his or her concerns to an audience outside the discipline — a useful model for students who eventually will need to communicate beyond the

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boundaries of their chosen fields. Many of the readings also represent cross-disciplinary work — a photographer thinking about economics, a musician thinking about education — since the walls between departments in academia are becoming increasingly permeable.

Yet despite this disciplinary grounding, the readings, though challenging, are accessible, written as they are with a general audience in mind. The readings thus demonstrate multiple ways in which complex ideas and issues can be presented in formal yet approachable language. The accessible nature of the essays also allows for many readings longer than those typically seen in first-year composition anthologies, because the level of writing makes them comprehensible to students. Yet even the briefer readings are substantive, providing numerous opportunities for nuanced arguments.

Of course, in addition to referencing emerging issues, the title of this collection refers also to the students in first-year composition courses, who themselves are emerging as readers, thinkers, and writers. By providing them with challenging texts along with the tools needed to decode, interpret, and deploy these texts, Emerging helps college readers develop the skills they will need as they move into working with the difficult theoretical texts presented in their choice of majors — and ultimately into their twenty-first-century careers.

Emerging/Writing One of the philosophical tenets supporting Emerging is that students need to be prepared to deal with emerging issues in their jobs and lives, and to do so, they not only must acquire information about these issues

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(since such information will continually change) but also must possess an ability to think critically in relation to them. The editorial apparatus in Emerging includes the following features that will help students develop the skills needed to become fluid, reflective, and critically self- aware writers: